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小學(xué)部:英語年班:四年級任課教師:——單元課題第三單元:Myfriends單元總目錄第一課時(shí):PartALet’slearn&Let’schant第二課時(shí):PartALet’stalk&Let’splay第三課時(shí):PartALet’sspell第四課時(shí):PartBLet’slearn&Sayanddraw第五課時(shí):PartBLet’stalk&Let’splay第六課時(shí):PartBReadandwrite&Let’scheck&Storytime單元總目標(biāo)知識與能力目標(biāo):句型·能夠聽、說、認(rèn)讀句型“—What’shisname?—HisnameisZhangPeng.”“He’stallandstrong.”“Who’she?”“Hehasglassesandhisshoesareblue.”·能夠在情景中運(yùn)用句型“—What’shis/hername?—His/Hernameis…”“—Who’she/she?—He/Sheis…”詢問他人的姓名或身份并做出回答·能夠在情景中運(yùn)用句型“He’s/She’s…”“He/Shehas…”描述人物的性格或外貌特征·能夠按照意群朗讀“Hehasshorthair.Hehasabiggreenbag.Whatishisname?”等四組句子詞匯·能夠聽、說、認(rèn)讀單詞“strong,friendly,quiet,hair,shoe,glasses”·能夠正確使用上述單詞描述人物的性格或外貌特征·能夠在有意義的語境中抄寫上述話題詞匯語音·能夠掌握oe的發(fā)音規(guī)則,即oe在單詞中發(fā)長音/??/·能夠讀出符合oe發(fā)音規(guī)則的單詞,并能根據(jù)發(fā)音拼寫出符合oe發(fā)音規(guī)則的單詞情感態(tài)度?文化意識?學(xué)習(xí)策略目標(biāo):·能夠了解外貌描述中的文化禁忌,如:不要對同學(xué)長得胖或戴眼鏡等有歧視性語言·能夠根據(jù)oe的發(fā)音規(guī)則拼讀單詞,并能夠根據(jù)o與oe的發(fā)音規(guī)則拼寫單詞重點(diǎn)難點(diǎn)本單元學(xué)習(xí)的主題是向他人介紹自己的好朋友,對好友的性格和外貌特征進(jìn)行描述。教學(xué)內(nèi)容主要是通過展示學(xué)生們介紹好友的情景來展開的。教學(xué)重點(diǎn)是能夠聽、說、認(rèn)讀核心句型“—What’shisname?—HisnameisZhangPeng.”“He’stallandstrong.”“Who’she?”“Hehasglassesandhisshoesareblue.”;能夠聽、說、認(rèn)讀單詞“strong,friendly,quiet,hair,shoe,glasses”。課題PartALet’slearn&let’schant課時(shí)目標(biāo)Let’slearn:·能夠聽、說、認(rèn)讀單詞“tall,strong,short,thin,friendly,quiet”?!つ軌蛟谇榫爸惺炀氝\(yùn)用句型“He’s/She’s…”介紹人物的性格和外貌特征?!つ軌蜻\(yùn)用句型“Whoishe/she?”詢問他人的姓名,并能回答。Let’schant:·能夠通過有節(jié)奏的說唱強(qiáng)化單詞的音義聯(lián)系,并增加課堂的趣味性?!つ芾斫飧柚{中對人物外貌和性格特征的描述,并能創(chuàng)編新的歌謠描述自己的朋友。重點(diǎn)難點(diǎn)1.能夠在情景中熟練運(yùn)用句型“He’s…”介紹人物的性格和外貌特征。2.能夠掌握單詞“friendly,quiet”的發(fā)音。教學(xué)準(zhǔn)備PPT課件?課文錄音、視頻、單詞卡片等。教學(xué)過程分析與總結(jié)Step1:Warmup&Revision&Leadin1.Greetings.2.Revision.①(1)Pointtoaboyandaskhisnameinrhyme.Askstudentstoanswerinrhyme,too.T:(Claphands.)What’shisname?What’shisname?Ss:Hisnameis…Hisnameis…T:What’shername?What’shername?(Claphandsandpointtoagirl.)Ss:Hernameis…Hernameis…(2)Playagame—“Isay,youdo”.(課件出示:一段有節(jié)奏的背景音樂)T:Boysandgirls,nowIsay,youdo.Makeyourselftall.Ss:Tall,tall,tall.(Studentsstandupandsaywhiletheydoit.)T:Makeyourselfshort./Makeyourarmslong./Makeyoureyesbig./…Ss:Short,short,short!/Long,long,long!/Big,big,big!/…3.Watchandact.②Playthevideoof“Let’stalk”.(課件出示:教材P24Let’stalk板塊的視頻)Letstudentswatchitandactoutthedialogueinpairs.4.Leadin.T:Johnhasagoodfriend.Ihaveagoodfriend,too.Doyouwanttoknowwhathis/hernameis?Step2:Presentation1.Learnthesentences.T:Ihaveagoodfriendinourclass.Heisaboy.He’stallandstrong.He’sinGroup4.Guess!What’shisname?Describetheappearanceofastudentintheclasssimply.Ifotherstudentscan’tguesswhoheis,leadthemtoask,“What’shisname?”T:Youcanalsoaskme,“Whoishe?”Writedownthesentences“What’shisname?”“Whoishe?”ontheblackboard.2.Let’slearn.③(1)Learnthewords“tall,strong,short,thin”.Askastudenttoetothefrontoftheclassroomandintroducehimasagoodfriend.Theninviteanotherstudentwhoispletelydifferentfromtheboybefore.Askotherstudentstoobservetheirdifferencesinfigure.Leadinthewords“tall,strong,short,thin”.Showthewordcardsinturn.Teachthesewords.Askstudentstoreadaftertheteacher.Letstudentspointtotheclassmatesandusethesentencestructure“He’s/She’s…”todescribeothers.(2)Learnthephrases“tallandstrong,shortandthin”.Pointtothetallandstrongboyonthepodium.Leadstudentstosaythesentences“He’stall.”and“He’sstrong.”Thentheteachersays“He’stallandstrong.”Askstudentstoreadthesentenceaftertheteacher.Practicethesentence“He’sshortandthin.”inthesameway.(3)Learntheword“quiet”.Theteachermakesagesturewiththeindexfingertokeepstudentsquietandsaysthesentence“Bequiet!”Thenshowthewordcard“quiet”andreadit,qu/kw/i/a?/e/?/t/t/,quiet.Thenpastethecardontotheblackboard.Helpstudentsunderstandthemeaningoftheword“quiet”.Leadstudentstousetheword“quiet”tomakesentencesintherealsituations.(4)Learntheword“friendly”.ShowpicturesofsomeactivitiesonthePPTandask,“Whoisfriendly?”Teachingpurpose④Teachingpurpose④三組活動不斷升級,將新詞的詞義、詞形及讀音相統(tǒng)一,保證學(xué)生能夠正確認(rèn)讀單詞。這些活動會不斷地重復(fù)操練新詞的讀音,這有助于他們熟練地掌握單詞。Explaintheexactmeaningoftheword“friendly”throughthemovementortheexpression.(5)Playandwatch.Playthevideoof“Let’slearn”onthePPT.(課件出示:教材P25Let’slearn板塊的視頻)Letstudentswatchit.Playitagain.Askstudentstoimitateafteritandreadthewordsandthesentencesoverandoveragain.TheteacherdescribesJohnwiththesentences“Ihaveagoodfriend.He’sshortandthin.”Leadboystoask,“Whoishe?”Leadgirlstoguesswhoheisandusethesentence“HisnameisJohn.”toanswer.Askstudentstochooseapersonfromthepicturesofthissectionandpracticethedialogueinpairs.Thenletstudentsactitout.Step3:Practice④1.Ipoint,yousay.ShowthewordsatrandomonthePPT.(出示課件)Askstudentstosayoutthewordsquickly.T:IwillpointtothewordsonebyoneonthePPT.Pleasesayoutthewordsquickly.Let’sgo!What’sthis?Teachingpurpose⑤通過觀察人物的特征,選擇正確的詞匯來形容他們,幫助學(xué)生正確理解并使用新學(xué)的詞匯。Teachingpurpose⑤通過觀察人物的特征,選擇正確的詞匯來形容他們,幫助學(xué)生正確理解并使用新學(xué)的詞匯。2.Isay,youdo.Theteacherspeaksthewordsandasksstudentstoperformcorrespondingactions.T:Thistime,Isay,youdo.WhenIsaytheword“tall”,pleasedolikethis.(Raisethearmsup.)WhenIsaytheword“short”,pleasedolikethis.(Putthearmsdown.)WhenIsaytheword“strong”,pleasedolikethis.(Raisethefistsup.)Andthisisfor“thin”.(Putthehandsonthebothsidesofcheeks.)Areyouready?Let’splay.3.Ido,yousay.T:Nowlet’sexchange.Ido,yousay.4.Let’schant.⑤ShowthepicturesofLilyandTiminthechantonthePPT.(課件出示:教材P25Let’schant板塊中的人物圖片)HelpstudentsdescribeLilyandTimwiththewordstheyhavelearnedandthesentencestructure“He/Sheis…”Playthechantseparately.(出示課件)Letstudentsreadthechantaftertherecording.Step4:Consolidation&Extension1.Makeapetition.Letstudentschantindifferentwaystomakeapetition.Remindstudentstodosomeactionswhilethey’rechanting.2.Createanewchant.⑥Encouragestudentstoreplacetheadjectivesinthechantaccordingtothetruesituationsoffriends.Createanewchantandperformitinclass.Homework:1.Copythewordslearnedinthislessonfivetimesinfourlinesandthreegrids.2.DrawyourparentsanddescribetheminEnglish.3.Dotheexercises.(做同步練習(xí)冊相應(yīng)練習(xí)題)Blackboarddesign:Teachingpurpose②通過對上一節(jié)課內(nèi)容的角色扮演,復(fù)習(xí)舊知識,為導(dǎo)入新課做好準(zhǔn)備。Teachingpurpose②通過對上一節(jié)課內(nèi)容的角色扮演,復(fù)習(xí)舊知識,為導(dǎo)入新課做好準(zhǔn)備。通過呈現(xiàn)生活中的教室來創(chuàng)設(shè)情境,引出本課的主題。TeachingpurposeTeachingpurpose③教師播放錄音,學(xué)生聽錄音跟讀,訓(xùn)練其認(rèn)真傾聽且在傾聽過程中獲取重要信息的能力。讓學(xué)生跟讀,以掌握單詞的正確讀音。教學(xué)反思:1.在韻句中,復(fù)習(xí)上一課的句型,極大地激發(fā)了學(xué)生的學(xué)習(xí)興趣。2.“我指你說”“我說你做”等一連串的活動貫穿授新和操練過程,盡可能地讓學(xué)生的多種感官參與到此學(xué)習(xí)過程中來,大大提高了學(xué)習(xí)效率。3.學(xué)習(xí)單詞的目的就是能把單詞靈活地運(yùn)用到句子中去,使表達(dá)更加完整,同時(shí)把單詞運(yùn)用到句子中也能鞏固所學(xué)的單詞,兩者之間相輔相成,相互促進(jìn)。課題第二課時(shí)PartALet’stalk&Let’splay課時(shí)目標(biāo)Let'stalk:·能夠在圖片、PPT和教師的幫助下理解對話大意·能夠用正確的語音、語調(diào)朗讀對話,并能夠在小組中進(jìn)行角色扮演·能夠在情景中運(yùn)用句型“—What’shis/hername?—His/Hernameis...”詢問他人姓名并能夠回答;能夠在情景中運(yùn)用句型“He’s/She’s...”“He/Shehas…”描述人物的性格和外貌特征·能夠在語境中借助圖片等理解新詞“friendly,strong,his”的意思,并能夠正確發(fā)音。Let'splay:·通過觀察Let’splay板塊的圖片,能夠依照語言示范簡單描述人物的外貌特征。·能夠進(jìn)一步鞏固對核心句型“He’s/She’s...”“—What’shis/hername?—His/Hernameis...”的理解與運(yùn)用。重點(diǎn)難點(diǎn)重點(diǎn):1.能夠在情景中運(yùn)用句型“—What’shis/hername?—His/Hernameis…”詢問他人姓名并能夠回答。能夠在情景中運(yùn)用句型“He’s/She’s…”“He/Shehas…”描述他人的性格和外貌特征。難點(diǎn):1.能夠在情景中靈活運(yùn)用核心句型詢問他人姓名并回答。2.能夠熟練描述他人的性格和外貌特征。3.能夠正確讀出“Chinese,his”的尾音。教學(xué)準(zhǔn)備PPT課件?PPT課件、卡片、一塊幕布教學(xué)過程分析與總結(jié)Step1:Warmup&Leadin①1.Greetings.T:Goodafternoon,boysandgirls.Todaylet’sbegoodfriends,OK?Ss:OK.Theteachershakeshandswithastudentandsays,“Friends,friends,goodfriends.”Thenstudentsshakehandswitheachotherandsaywhattheteachersays.Ss:Friends,friends,goodfriends.T:Now,tellme,“Whoisyourgoodfriend?”S1:He/Sheis…S2:…2.Let’sdo.ShowthechantonthePPT.Playthemusicandchantwithstudents.(出示課件)3.Playaguessinggame.Pullupacurtain.Asksomestudentstohidebehindthecurtainandputtheirarmsorlegsoutofthecurtaininturn.Pointtooneofthemandlettheotherstudentsguesswhohe/sheis.T:Who’she/she?Ss:He/Sheis…Step2:Presentation②1.Learnthenewsentences.③(1)Theteachermakesaselfintroductionwiththesentence“Myname’s…”andasksaboy.T:What’syourname?Boy:Mynameis…Aftertheboyanswersthequestion,theteacherintroducestheboy.T:Hisnameis…Heis…(2)Theteacherasksstudents,“What’shisname?”(3)Theteacherinspiresotherstudentstoanswerthequestionandwritesdownthesentencestructure“Hisnameis…”ontheblackboard.Askstudentstopayattentiontotheendingsoundoftheword“his/h?z/”.(4)Theteacherpointstootherboysonebyoneandletsstudentsdomoreexercisestomasterthelanguagepoints.T:What’shisname?Ss:Hisnameis…(5)Theteacherpointstoagirlandsays,“She’s…Hernameis…”Thentheteacherasksstudents,“What’shername?”.Letstudentstrytoanswerthequestion.Writedownthesentencestructure“Hernameis…”ontheblackboard.Askstudentstopayattentiontotheendingsoundoftheword“her/h?(r)/”.Theteacherpointstoanothergirlandasks,“What’shername?”Letstudentsaskandanswerinpairswiththesentencestructures“—What’shername?—Hernameis…”2.Practicethenewsentences.(1)ShowfuzzypicturesofthetwopeopleonthePPT.(課件出示:學(xué)生熟悉的兩個(gè)人的模糊圖片,這兩個(gè)人分別是男人和女人或者男孩和女孩)T:Look!He’s/She’smynewfriend.Letstudentsguessthenamesofthetwopeople.Leadstudentstoaskthequestion“What’shis/hername?”Showclearpicturesofthetwopeopleandrevealthenames.(出示課件)Writedownthesentence“What’shis/hername?”ontheblackboard.Andemphasizethedistinctionbetween“his”and“her”.(2)Showsomestudents’picturescollectedinadvanceonthePPT.(出示課件)④T:Look!Ihavesomepictures.Lookatthispicture.Whocantellmehis/hername?Leadstudentstousethesentencestructure“His/Hernameis…”toanswer.Ss:His/Hernameis…T:Ishe/shetall/short?Ss:Yes.T:Ishe/shethin?Ss:No,he/sheis…Dotheactiontoshow“strong”.Thenwritedowntheword“strong”andteachit.T:str/str/o/?/ng/?/,strong/str??/.T:He’s/She’stallandstrong/shortandthin.Andhe/sheisfriendly.Writedowntheword“friendly”ontheblackboard.Mark“l(fā)y”withredchalk.Teachtheword.T:friend/frend/ly/li/,friendly.Askstudentstoreaditandpronounceitcorrectly.Introducetheetiquetteofappearancedescription:Replace“fat”with“strong”.T:Weusuallydon’tsayhe/sheisfat,buthe/sheisstrong.3.Let’stalk.⑤(1)ShowapictureofJohnonthePPT.(出示課件)T:What’shisname?Ss:HisnameisJohn.ShowapictureofJohn’smumonthePPT.(出示課件)T:SheisJohn’smother.Whataretheytalkingabout?Ss:…(Guess.)T:TheyaretalkingaboutJohn’snewfriend.Whoishe/she?(2)ShowthequestionsonebyoneonthePPT.①DoesJohnhaveaChinesefriend?T:WeareallChinese,becauseweareallfromChina.PointtotheChineseflagonthewalltohelpstudentsunderstandtheword“Chinese”.Thenteachtheword“Chinese”.T:Ch/t?/i/a?/nese/ni:z/,Chinese.②What’sJohn’sfriend’sname?③IsJohn’sfriendtallandstrong?(3)Playthevideoof“Let’stalk”onthePPT.Letstudentswatchthevideowithquestions.(課件出示:教材P24Let’stalk板塊的視頻)Askstudentstounderlinethesentencesabouttheanswersintheirbooksandanswerthequestionsinclass.Thenchecktheanswerstogether.4.Listen,readandact.⑥(1)Letstudentslistentotherecordingandreadafterit.(出示課件)(2)Leadstudentstoactoutthedialogueinpairs.Step3:Practice⑦1.Let’splay.Showthepictureof“Let’splay”onthePPT.(出示課件)T:Wehavefournewfriendstoday.Canyouintroducethemtome?Ss:Hisnameis…He’s…/Hernameis…She’s…T:Good.Nowletmedescribethem,andyousayoutthenames.She’stallandthin.What’shername?Ss:HernameisLucy.T:Whereisshe?Ss:…T:Yes,theresheis.(DotheactiontopointatLucyonthescreen.)Letstudentsquicklynamethecharactersaccordingtotheteacher’sdescription.Finallypointtothecharacterandsaythesentence“Oh,thereshe/heis.”Thenleadstudentstoaskandanswerinpairs.Onedescribesandasks,theotheranswers.2.Playagame—“Findafriend.”Dividestudentsintogroupsoffour.Leteachstudentwritedownaclassmate’snameonthecard.Thebackofthecardisfacingup.Letastudentineachgrouppickacardrandomlyanddescribethestudentonthecardonebyone.Therestofthegroupguesswhothestudentisaccordingtothedescription.Makeamodel:A:Myfriendisaboy.He’sthin.Hehasshorthair.Helikesmaths.Who’she?B&C&D:Hisnameis…Step4:Consolidation&Extension⑧Playagame—“Drawmyfriend.”PresentapassageonthePPT.Leadstudentstoreadthepassage.Thenaskstudentstodrawaportraitontheblackboardonebyone.Eachonedrawsabrushstroketopletetheportrait.Homework:1.Practicethedialogue.2.Introducethefriendtoparentswiththekeysentencestructures.3.Dotheexercises.(完成同步相應(yīng)練習(xí)題)教學(xué)反思:1.本課時(shí)主要學(xué)習(xí)描述他人的性格和外貌特征。課程開始,通過復(fù)習(xí)和鞏固句型“Mynameis…”導(dǎo)入新詞“his,her”并稍加練習(xí),學(xué)生能很快地掌握句型“What’shis/hername?”并用句型“His/Hernameis…”進(jìn)行作答。2.活動設(shè)計(jì)豐富,易操作,且具備層次感,有效地提升了學(xué)生的核心素養(yǎng)。3.猜人和繪畫活動活躍了課堂氛圍,調(diào)動了學(xué)生的學(xué)習(xí)積極性,加強(qiáng)了師生交流?;顒蛹扔泻献饔钟懈偁?,取得了不錯(cuò)的教學(xué)效果。課題第三課時(shí)Let’sspell課時(shí)目標(biāo)·能夠感知并歸納oe在單詞中的發(fā)音規(guī)則·能夠讀出符合oe發(fā)音規(guī)則的單詞·能夠根據(jù)單詞的讀音拼寫出符合oe發(fā)音規(guī)則的單詞重點(diǎn)難點(diǎn)重點(diǎn):1.能夠感知并歸納oe在單詞中的發(fā)音規(guī)則。2.能夠讀出符合oe發(fā)音規(guī)則的單詞。難點(diǎn):能夠根據(jù)單詞的讀音拼寫出符合oe發(fā)音規(guī)則的單詞。教學(xué)準(zhǔn)備PPT課件、語音例詞單詞卡等。教學(xué)過程分析與總結(jié)Step1:Warmup&Leadin①1.Enjoyasong.Playthesong—Friends.Askstudentstosingaftertherecording.(出示課件)2.Let’schant.Playthechantfor“ie”inUnit2onthePPT.Getstudentstochanttogether.(課件出示:教材P16Let’sspell板塊中Read,listenandchant部分的chant內(nèi)容)Playthechantforshortsoundof“o”onthePPT.Getstudentstochanttogether.(課件出示:PEP三下教材P40Let’sspell板塊中Listen,repeatandchant部分的chant內(nèi)容)Step2:Presentation1.Readthewords.②T:Today,wehaveanewfriend.Look!ShowthepictureofMrJonesonthePPT.(課件出示:教材P26MrJones的圖片)Leadinthewordsofthissection.T:Whoishe?Ss:HeisMrJones.T:Yes,heisMrJones.“j”sounds/d?/,“oe”sounds/??/,“n”sounds/n/,“s”sounds/z/.Readafterme.Ss:…Writedown“MrJones”ontheblackboard.T:(PointatMrJones’nose.)What’sthis?Ss:ItisMrJones’nose.T:Yes,it’shisnose,nose,nose.n/n/o/??/s/z/.Writedowntheword“nose”ontheblackboard.T:Touchyournose,please.Letstudentsdotheaction.ShowanotherpictureonthePPT.T:Andwhat’sinMrJones’lefthand?Ss:It’sanote.T:Good!Wewritenotesonournotebooks.AndthisisCoke.(PointattheCokeinMrJones’righthand.)DoyoulikeCoke?Writedownthewords“note,Coke”ontheblackboard.Askstudentstoreadaftertheteacherandpracticeingroups.2.Findouttherules.③T:Lookatthesewordsontheblackboard.Whatcanyoufind?S1:Theyhavethesameletter“o”.S2:Theyhavethesameletter“e”.T:Yes.Theyallhave“oe”.Theletter“e”attheendissilent.Whatisthesoundofthe“oe”?Let’sreadandfind.Theteacherreadseachwordslowlywithstudents.T:Whatisthesound?Ss:…T:Yes,it’s/??/.Lookatmymouthandreadafterme.Leadstudentstosummarizethepronunciationruleof“oe”.PresenttheruleonthePPT.3.Read,listenandchant.④Askstudentstolookatthepicturesof“Read,listenandchant”carefully.Thenplaytherecordingofthispart.(出示課件)Letstudentslistentoitcarefully.Next,showthelisteningmaterial.(出示課件)Askstudentstoreaditaftertherecordingandcirclethewordswith“oe”.Atlast,playtherecordingandleadstudentstochantfreelywithclappingtheirhands.4.Actout.Getstudentstoactoutthechanttogether.Step3:Practice⑤1.Guessthewords.Theteachersaysthefourwordsonebyoneinsilence.Thestudentsguessthewordsbyobservingtheteacher’smouthandsaythemoutloudly.2.Listenanddo.⑥Theteachergivesoutthewordcardstostudentsandsaysthewordsatrandom.Thestudentslistentotheteacherandraiseupthecorrespondingwordcards.3.Read,listenandtick.⑦PresentthefourgroupsofwordsonthePPT.(課件出示:教材P26Read,listenandtick部分的練習(xí))Getstudentstoobservethemanddiscussthesimilaritiesandthedifferences.Letstudentsreadthefourgroupsofwords.Remindstudentstopayattentiontothedifferentpronunciationsof“o”and“oe”.“oe”sounds/??/intheopensyllable,and“o”sounds/?/intheclosedsyllable.Playtherecordingandaskstudentstochoosethewordstheyhear.(課件出示:教材P26Read,listenandtick部分的音頻)Playtherecordingagain.Checktheanswerstogetherwithstudents.Answers:1.note2.home3.dog4.lost4.Listen,circleandwrite.⑧(1)Letstudentslookatthepicturesinthissectionandtrytopredictthecontentofthelistening.(2)Letstudentslookatthestandardwritingoftheword“dog”inthetextbook.Thenreadtheword.T:d/d/o/?/g/g/,dog/d?g/.Leadstudentstofindtheletter“o”isinaclosedsyllable,so“o”sounds/?/here.(3)Playtherecordingofthissection.(出示課件)Askstudentstoanswer“Isthere‘o’or‘oe’inthewordsyouhear?”(4)Letthemcircletherightanswers,andwritedownthewordstheyhear.RemindstudentstowriteEnglishwordscorrectly.Answers:1.dog2.nose3.mom4.noteStep4:Consolidation&Extension1.Spellthewords.ShowmorewordsonthePPT,suchassmoke,phone,joke…Askstudentstotrytoreadthewordsaccordingtothepronunciationruleof“oe”.ShowmorewordsonthePPT,suchasdog,box,fox…Askstudentstotrytoreadthewordsaccordingtothepronunciationruleof“o”.2.Chanttogether.⑨(1)ShowachantonthePPT.Letstudentstrytosingthechant.(2)Actoutthechant.Givestudentssometimetopracticeit.Encouragethemtoaddtheirownactions.Letthemworkingroupsandchoosethewaystheyliketochantcreatively.BlackboardDesign:Homework:1.Read“Let’sspell”threetimesaftertherecording.2.Dotheexercises.(完成同步練習(xí)冊相應(yīng)練習(xí)題。教學(xué)反思:1.本節(jié)語音課主要教學(xué)元音字母“o”在重讀開音節(jié)中的發(fā)音規(guī)則。在教學(xué)音標(biāo)時(shí),充分調(diào)動學(xué)生的積極性,讓學(xué)生在不斷地感知和練習(xí)中自己總結(jié)發(fā)音規(guī)律。2.通過“看口型猜單詞”“聽音找單詞”“聽音寫單詞”活動,將所學(xué)知識運(yùn)用于實(shí)踐中,提高學(xué)生參與課堂學(xué)習(xí)的意識,調(diào)動其學(xué)習(xí)熱情。3.通過聽一聽、讀一讀等多種形式來反復(fù)練習(xí),讓學(xué)生在聽和讀中找出發(fā)音規(guī)律及拼寫規(guī)律,很好地培養(yǎng)了學(xué)生的分析能力和歸納總結(jié)能力。4.通過創(chuàng)編chant,將發(fā)音規(guī)則融入活潑的韻句中,降低了學(xué)生學(xué)習(xí)的難度。課題第四課時(shí)PartBLet'stalk課時(shí)目標(biāo)Let'stalk:·能夠在圖片、PPT和教師的幫助下理解對話大意·能夠用正確的語音、語調(diào)朗讀對話,并能夠在小組中進(jìn)行角色扮演.·能夠在情景中恰當(dāng)運(yùn)用句型“Hehas…andhis…”描述外貌特征.·能夠在語境中理解新詞“or,right,glasses,shoes”的意思,并能正確發(fā)音.·重點(diǎn)關(guān)注glasses和shoes的末尾es和s的發(fā)音.Let'splay:·能夠根據(jù)語言支架創(chuàng)編對話,綜合運(yùn)用目標(biāo)語言.·能夠根據(jù)描述判斷出與之相應(yīng)的人物.重點(diǎn)難點(diǎn)重點(diǎn):1.能夠理解對話大意。2.能夠用正確的語音、語調(diào)朗讀對話,并能夠在小組中進(jìn)行角色扮演。3.能夠運(yùn)用重點(diǎn)句型描述他人的外貌以及其他特征。難點(diǎn):1.能夠在語境中理解新詞“or,right,glasses,shoes”的意思,并能正確發(fā)音。2.能夠掌握單詞“is/are,has/have”的用法。教學(xué)準(zhǔn)備PPT課件?PPT課件、課文錄音、視頻、卡片等教學(xué)過程分析與總結(jié)Step1:Warmup&Leadin1.Singachant.①Playthevideoof“Let’schant”onpage25.(課件出示:教材P25Let’schant板塊的視頻)Getstudentstosingtogether.T:Doyourememberthechantaboutfriends?Let’ssingthechanttogether.2.Leadin.②ShowthreecharactersonthePPT.(課件出示:矮個(gè)男孩John穿藍(lán)色鞋子;雙胞胎姐妹Lucy和Lily,Lucy高個(gè)子,穿紅色鞋子,Lily也是高個(gè)子,穿黑色鞋子)Leadstudentstofindcluesbyaskingtheteachertoguesswhotheteacher’sfriendis.Ss:Isyourfriendaboy?T:No,sheisagirl.Ss:Isshetall?T:Yes,sheis.Ss:IssheLucy?T:No.Lookattheshoes.(Pointtotheshoes,andhelpstudentsknowthemeaningof“shoes”.)Writedowntheword“shoes”ontheblackboardandreadit.Getstudentstoknow“es”sounds/z/here.T:Hershoesareblack.(Saythecolourofthefriend’sshoes.)Ss:SheisLily.T:Yes,you’reright.Lucy’sshoesarered.Lily’sshoesareblack.Andwecansay:Hershoesarered.(PointatLucy.)Hershoesareblack.(PointatLily.)Hisshoesareblue.(PointatJohn.)Thenwritedownthesentencestructure“His/Hershoesare…”ontheblackboard.Step2:Presentation1.Let’stalk.③(1)Showthepicturesof“Let’stalk”.(課件出示:教材P27Let’stalk板塊的圖片)Talkaboutthedialoguewithstudents.Askstudentstopredictthemainideaofthedialogue.T:Whoarethey?Ss:TheyareMikeandJohn.T:Whataretheytalkingabout?Guess!S1:Maybetheyaretalkingaboutfriends.S2:……T:Youknowaboutmynewfriend.WhataboutMike’snewfriend?Whoisheorshe?Let’slistentotherecordingwiththequestions,underlinethekeysentencesaboutthequestions,thenanswerthequestions.ShowthequestionandthepicturesofdifferentcharactersonthePPT.(課件出示:張鵬、吳一凡和陳杰的圖片)Questions:WhoisMike’snewfriend?Aboyorgirl?Playtherecording.(課件出示:教材P27Let’stalk板塊的音頻)T:WhoisMike’snewfriend?Aboyorgirl?Ss:Aboy.T:Who’she?ZhangPeng?Ss:No.T:IsheWuYifan?Ss:Yes.You’reright.Writedowntheword“or”andthesentence“Whoishe?”ontheblackboard,andteachthem.Tellstudentshowtoanswerthequestionswith“or”.(2)ShowthequestionsonthePPT:①IsMike’sfriendaboyoragirl?②Ishetallandthin?③Whoistallandthin,too?④WhatcolourareWuYifan’sshoes?⑤Doeshehaveglasses?Showthepictureandtheword“glasses”onthePPT.(課件出示:glasses的相關(guān)內(nèi)容)Teachthewordandaskstudentstopayattentiontothepronunciationof“es”.PlaythecartoononthePPT.(出示課件)Leadstudentstowatchitcarefullyanddiscussthedialogue,thenanswerthequestions.T:IsMike’sfriendaboyoragirl?Ss:Aboy.T:Ishetallandthin?Ss:Yes.You’reright.T:Whoistallandthin,too?Ss:ZhangPeng.T:WhatcolourareWuYifan’sshoes?Ss:Hisshoesareblue.T:Doeshehaveglasses?Ss:Yes.Hehasglasses.T:Yes.Hehasglasses.AndIhaveglasses,too.Writedowntheword“has”.Remindstudentstopayattentiontotheusageof“has/have”.Pointtotheboyorthegirlwearingglassesintheclassroom.Leadstudentstosaythesentence“He/Shehasglasses.”2.Readaftertherecording.④Playtherecordingagain.(出示課件)Askstudentstofollowitandpayattentiontothepronunciationandtheintonation.3.Actoutinpairs.Getstudentstoreadthedialoguefreely.Thenaskthemtoactitoutinpairsandfindthebestpair.Step3:Practice1.Makeanewdialogue.Askstudentstomakeanewdialoguewiththemainsentencestructuresinthislessonandtalkinpairs.2.Guess!Who’she/she?⑤(1)ShowseveralcharactersthatstudentsarefamiliarwithinturnonthePPT.Letstudentstrytodescribetheircharacteristicsingroups.T:Lookatthisman.Canyousaysomethingabouthim?Pleasehaveatry.Makeamodel:T:Heisaman.Heistallandthin.Hehasglasses.Hisshoesareblack.Hisbagisblue.Who’she?Ishe…?Ss:…(Ifstudentsareright,theteachersays,“Yes.You’reright.”)(2)Showtime.S1:He/Sheis…He/Shehas…His/Hershoesare…His/Herbagis…S2:…3.Let’splay.⑥T:(課件出示:教材P27Let’splay板塊的圖片及文字)Boysandgirls,weallhavegoodfriends.Lookatthepicture.Pleasetalkaboutyourfriendsinpairswiththekeysentencestructures.S1:Heisaboy.Hehas…Hisshoesare…Hisbagis…What’shisname?S2:Heis…S1:Yes.You’reright.Whataboutyourfriend?S2:Sheisagirl.Shehas…Hershoesare…Herbagis…What’shername?S1:…Step4:Consolidation&Extension⑦“Littlepoliceman/policewoman”—Lookingforthelostchild.Dividestudentsintothreegroups.Selectonestudentfromeachgrouptoplaytheroleofthemotherorthefather.Asktheselectedstudenttodescribethephysicalfeatureofher/hislostchildandtheothershelpher/himfindthechild.Makeamodelwithastudent:T(mother):Helpme!Ilostmybaby.S1:Aboyorgirl?T:…BlackboardDesign:Homework:1.Readaftertherecordingof“Let’stalk”threetimes.2.Describeoneofyourbestfriendstoyourparents.3.Dotheexercises.Teachingpurpose:學(xué)生的說唱活動以之前學(xué)過的指令性祈使句為內(nèi)容,帶動學(xué)生對已知知識的回顧,為下一步的學(xué)習(xí)提供知識儲備。教學(xué)反思:1.由chant引入,引領(lǐng)學(xué)生進(jìn)入課堂,激起學(xué)生的學(xué)習(xí)興趣。緊接著由猜人游戲引出本課的重要句型。2.通過創(chuàng)設(shè)真實(shí)的情境,引導(dǎo)學(xué)生從聽、說、演開始,到最后能運(yùn)用所學(xué)語言,完成活動“尋找走失的孩子”。3.教學(xué)中注重新舊知識之間的滲透,培養(yǎng)學(xué)生綜合運(yùn)用語言的能力。4.在實(shí)踐中,注意分層教學(xué),因材施教,用最有效的方式激發(fā)學(xué)生主動參與,培養(yǎng)他們獨(dú)立思考和合作探究的創(chuàng)新精神。5.板書設(shè)計(jì)清晰明了,重點(diǎn)突出,起到了很好的輔助作用。課題第五課時(shí)PartBLet’slearn&Sayanddraw課時(shí)目標(biāo)Let'slearn:·能夠聽、說、認(rèn)讀短語“l(fā)onghair,shorthair,brownshoes,blueglasses,agreenbag”·能夠運(yùn)用上述短語描述人物的外貌特征及衣著打扮·能夠理解不同的句型可以表達(dá)相同的意思,如“Hisglassesareblue.”也可以表達(dá)為“Hehasblueglasses.”,提高學(xué)生靈活運(yùn)用語言的能力Sayanddraw·通過活動,復(fù)習(xí)鞏固重點(diǎn)句型“Hehas…”及Let’slearn板塊所學(xué)的短語?!づ囵B(yǎng)學(xué)生的口語表達(dá)能力和綜合實(shí)踐能力。重點(diǎn)難點(diǎn)重點(diǎn):1.能夠聽懂、會說、認(rèn)讀單詞“hair,shoes,glasses”。2.能夠聽懂、會說、認(rèn)讀句型“Hehas…”“His…is/are…”。難點(diǎn):1.能夠熟練且正確地描述人物的外貌特征及衣著打扮。2.關(guān)注名詞單復(fù)數(shù)的變化。教學(xué)準(zhǔn)備PPT課件、課文錄音、視頻、單詞卡片等教學(xué)過程分析與總結(jié)Step1:Warmup&Leadin1.Singachant.Teachingpurpose②“hair”為學(xué)生新接觸的單詞。將單詞融入短語中,以對比的方式使學(xué)生充分理解新詞的意思。教師通過真實(shí)的情景,幫助學(xué)生用不同句型表達(dá)同一種意思。Playthechantin“Let’schant”onpage25.Teachingpurpose②“hair”為學(xué)生新接觸的單詞。將單詞融入短語中,以對比的方式使學(xué)生充分理解新詞的意思。教師通過真實(shí)的情景,幫助學(xué)生用不同句型表達(dá)同一種意思。2.Leadin.①Pointtoastudentandaskotherstudentstotrytodescribehis/hercharacteristicsbyusingthekeysentencestructurestheyhavelearned.Step2:Presentation1.Createasituation.②(1)ShowtheoutlineofSarah.(課件出示:Sarah的外輪廓)T:Ihavetwonewfriends.Whoarethey?Guess!Now,let’shavealook!Ss:Sheisagirl.Sheistallandthin.(Getstudentstodescribehercharacteristics.)T:Lookatherhair.(Pointtoherhair.)Teachtheword“hair/he?(r)/”andaskstudentstoreaditaftertheteacher.T:It’slong.(Showstudentsthemeaningof“l(fā)ong”bygestures.)Herhairislong.Shehaslonghair.Writedownthesentence“Shehaslonghair.”ontheblackboard.Ss:Sheis…Accordingtothedescriptionandtheobservation,letstudentsguesshername.ThenshowapletepictureofSarah.(課件出示:Sarah的完整圖像)T:Oh,it’sSarah.Sarahhaslonghair.Teachthephrase“l(fā)onghair”andthesentence“Shehaslonghair.”Pointtotheothergirlswithlonghairinclass,andpracticethesentence.(2)Pointtoagirlwithshorthairintheclass.T:Butshehasshorthair.(Showstudentsthemeaningof“short”bygestures.Writedownthephrase“shorthair”ontheblackboard.)Pointtoaboywithshorthairintheclassandsayoutthephrase“shorthair”.Askstudentstoreadthephrasewhiledoingsomeactions.Practicethephrase“shorthair”andthesentence“He/Shehasshorthair.”T:Whohasshorthairinourclass?Getstudentstoanswerthequestionwiththesentence“He/Shehasshorthair.”T:Yes.His/Herhairisshort.Writedownthetwosentences,andaskstudentstomakeaparison.(3)ShowtheoutlineofWuYifanonthePPT.(課件出示:吳一凡的外輪廓)Leadstudentstosaythesentences“Heisaboy.Hishairisshort./Hehasshorthair.”ThenpresentWuYifan’sgreenschoolbagandblueglassesonthePPT.(課件出示:吳一凡的綠書包和藍(lán)眼鏡)Teachthephrases“blueglasses,agreenbag”.Askstudentstousethekeysentencestructures“Hehas…”or“His…is/are…”tointroducetheboy.S1:Hehasblueglasses.Hehasagreenbag.S2:Hisglassesareblue.Hisbagisgreen.PresentapletepictureofWuYifan.(課件出示:吳一凡的完整圖像)T:(Pointtothepicture.)It’sWuYifan.(4)Pointtoaboyintheclass.③T:Look!Whatcolourarehisshoes?Ss:…T:Hisshoesarebrown.Andwecansay,“Hehasbrown

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